Summary
| Subject keyword(s) | Asking questions, Assessment of students, density, Education, Hypothesizing, Inquiry learning, Misconceptions, Observing, Physical properties, Physical Science, Physical science, Properties of materials, Science as inquiry, Science as Inquiry, Science process skills, Scientific habits of mind, Teacher content knowledge, Teacher preparation, Teaching Standards, Teaching strategies |
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| Grade level | Elementary School, Middle School, High School, Vocational/Professional Development Education |
| Intended audience | Educator |
| Resource type | Audio/Visual, Instructional Material, Reference Material, Text |
| Resource format | application, application/pdf, text, text/html |
| Rights | Permission to reproduce content is granted in advance under the following circumstances: (1) All educators may reproduce up to five copies of an NSTA article for personal use only. This does not include display or promotional use. (2) All educators may reproduce and e-mail an NSTA article in their possession to as many as five individuals for personal use only. This does not include promotional use. (3) Elementary, middle, and high school teachers, as well as educators in a university setting, may reproduce an article from a single issue of an NSTA journal for one-time classroom or non-commercial, professional-development use only. This does not apply to coursepacks (see next paragraph). For all other permission requests from Science Scope, ISSN 0887-2376, please access www.copyright.com or contact the Copyright Clearance Center, Inc. (CCC), 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400. CCC is a not-for-profit organization that provides licenses for the use of NSTA content. For more information about NSTA permissions policies, please go to www.nsta.org/permissions. Permission to reproduce content is granted in advance under the following circumstances: (1) All educators may reproduce up to five copies of an NSTA article for personal use only. This does not include display or promotional use. (2) All educators may reproduce and e-mail an NSTA article in their possession to as many as five individuals for personal use only. This does not include promotional use. (3) Elementary, middle, and high school teachers, as well as educators in a university setting, may reproduce an article from a single issue of an NSTA journal for one-time classroom or non-commercial, professional-development use only. This does not apply to coursepacks (see next paragraph).For all other permission requests from Science Scope, ISSN #0887-2376, please access www.copyright.com or contact the Copyright Clearance Center, Inc. (CCC), 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400. CCC is a not-for-profit organization that provides licenses for the use of NSTA content. For more information about NSTA permissions policies, please go to www.nsta.org/permissions. Copyright 2006 NSTA |
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Visit NSTA.org Home My PD Tools My Private Messages Register for Free My Library My PD Indexer My PD Plan & Portfolio My PD Record & Certificates My Calendar My Notepad My Community Forums My Help Desk Give Us Feedback Subjects Earth and Space Science Physical Science Life Science History and Nature of Science Personal and Social Issues Science and Technology Science as Inquiry Learning Resources & Opportunities Science Objects SciPacks SciGuides Symposia Symposia Archives Professional Development Institutes Web Seminars Web Seminar Archives Podcasts Online Courses NSTA Journal Articles NSTA Press Books Community Forums Education Administrator Help Frequently Asked Questions Technical Support Advisory Support Give Us Your Feedback Learning Center Home > Product Detail Product Detail: Journal Article Will it Float? By: Jeff Major $0.00 - Member Price $0.99 - Nonmember Price You currently have javascript disabled, please use the button below: Details Type of Product: Journal Article Publication Title: Science Scope Publication Date: 10/1/2006 Pages: 3 Grade Level: Middle School Description Student preconceptions are one of the greatest challenges we face as science teachers. This Predict, Explain, Observe, and Explain (PEOE) activity challenges students’ preconceived notions about why matter floats or sinks when placed in a liquid. The idea behind this model is to do a demonstration that first confirms students’ conceptions followed by a second, similar demonstration that provides discrepant information creating cognitive dissonance. Learning happens as students are forced to modify their conceptions so that their view of how things work is not in conflict with what they are seeing. Ideas For Use The main idea being taught in this lesson is that the buoyant force of a fluid is directly related to the differences in the densities of the materials. The ice cube floats instead of sinks because its density is slightly less than that of oil. After completing this demonstration, there are several questions that you may need to explore with your students. Discussions Additional Info Science Discipline: (mouse over for full classification) Liquids Solids Observing Predicting Scientific habits of mind Intended User Role: Curriculum Supervisor, Middle-Level Educator, Teacher Educational Issues: Classroom management, Curriculum, Inquiry learning, Instructional materials, Teacher content knowledge, Teacher preparation, Teaching strategies Technical Resource Format: application/pdf Size: 169 KB Requirements: Requires Adobe Acrobat Reader National Standards Correlation This resource has 8 correlations with the National Standards. [VIEW CORRELATIONS] This resource has 8 correlations with the National Standards. [HIDE CORRELATIONS] Physical Science Properties of objects and materials Materials can exist in different states--solid, liquid, and gas. (K-4) Properties and changes of properties in matter A substance has characteristic properties, such as density, a boiling point, and solubility. (5-8) Science as Inquiry Abilities necessary to do scientific inquiry Use data to construct a reasonable explanation. Think critically and logically to make the relationships between evidence and explanations. Understandings about scientific inquiry Scientists develop explanations using observations (evidence) and what they already know about the world (scientific knowledge). Good explanations are based on evidence from investigations. (K-4) Teaching Standards Teachers of science plan an inquiry-based science program for their students. Select science content and adapt and design curricula to meet the interests, knowledge, understanding, abilities, and experiences of students. Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry. Model and emphasize the skills, attitudes, and values of scientific inquiry. Nurture collaboration among students. State Standards Correlation Use the form below to view which of your state standards this resource addresses. Select State AC AK AL AR AZ CA CO CT DC DE FL GA HI IA ID IL IN KS KY LA MA MD ME MI MN MO MS MT NC ND NE NH NJ NM NV NY OH OK OR PA RI SC SD TN TX UT VA VT WA WI WV WY Loading... Customer Reviews This resource has not yet been reviewed. If you wish to review this resource, click here. {1} ##LOC[OK]## {1} ##LOC[OK]## ##LOC[Cancel]## {1} ##LOC[OK]## ##LOC[Cancel]## [ Access our noscript login page ] E-mail: Password: I'm an NSTA member and I don't have a password Lost password? Recover it here. Register now [Help PDF] Advanced Search Advanced Search Actions Recommend to a friend Write a Review Google Scholar Articles by: By: Jeff Major Copyright © 2012 NSTA | Contact Us | FAQ | Help | Give Us Feedback | Legal Notice 1.09